Japanese Extension 2022 HSC exam papers

Monologue

Students should:

• use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-prepared material that may be irrelevant to the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• define words in the question and respond to all parts of the question
• present a clear format, that is, an introduction followed by two or three arguments with supporting evidence and examples, as well as a conclusion with a personal point of view or advice; such as, stating why challenges are necessary for success (Q2)
• develop well-structured arguments and maintain a logical flow of ideas
• use relevant examples and provide depth for each example provided
• consistently link their response to the question
• demonstrate a sophisticated use of vocabulary and senior grammar structures, and use senior grammar structures accurately
• speak fluently and confidently with accurate pronunciation
• use some related vocabulary; such as, shippai, konnan, jinsei no keiken
• clearly state the conclusion.

Areas for students to improve include:

• avoiding repetition of information in their monologue
• reading the question carefully including the Furigana on Kanji characters
• understanding the vocabulary used in the question
• learning vocabulary as a phrase with greater attention to particles
• adopting a point of view or stance and providing appropriate examples that link the argument to the question
• discussing each point in depth by identifying further aspects
• not contradicting ideas which have already been presented
• pronouncing key words clearly and accurately, particularly words with long vowel sounds, for example, chousen
• using vocabulary accurately, for example, ‘to become easier’ is yasashiku naru or kantan ni naru
• not confusing vocabulary, for example, seikou and seichou
• developing a cohesive argument without deviating from the focal point
• not rushing to conclude after the final bell (at 3 minutes).

Response to Prescribed Text

Part A

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in Japanese and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• explain how the ‘other world’ is portrayed in the film by recalling the visual imagery at the point of the quote (Q1a)
• identify what prompted Taki to say ‘time has slipped’ and give details (Q1b)
• state exactly what the impact on the audience was upon hearing the quote in the question and then analyse why the audience would feel this way (Q1c)
• refer to both content and language to explain what the director was trying to achieve in all lines indicated (Q1d)
• refer to specific terms of language and give quotes as support, for example, command form and repetition (Q1d)
• refer to all the lines in the question, for example, lines 28 to 31 (Q1d)
• address all parts of the question which includes referring to film techniques and literary devices in two extracts and providing a comprehensive analysis of their effectiveness (Q1e)
• clearly name the film techniques and literary devices, for example, close-up shots, flashbacks, personification and motif (Q1e)
• clearly define the concept of musubi in the response (Q1e)
• choose the most obvious examples of musubi when referring to one other extract (Q1e).

Areas for students to improve include:

• ensuring that writing in language is legible
• including all relevant information in their responses
• using specific examples to support their responses
• understanding the meaning and nuance of language
• responding to all parts of the question
• articulating ideas and structuring responses clearly.

Part B

Students should:

• address all parts of the question fully
• write in the type of text as specified in the question
• address the specified context, purpose and audience of the question
• write from a particular perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words in their response.

In better responses, students were able to:

• answer the question by stating clearly why Tesshi used the explosion to help Mitsuha and evacuate the people of Itomori
• answer the question by also including some reflection/description of what happened at the time of the explosion
• answer also by commenting on some content that was in the extract given in the question
• give reasons why, for example, Tess trusted Mitsuha due to a deep connection between the two of them
• use senior grammar structures including passive/causative forms correctly
• show perceptive/sensitive understanding of the text
• show flair in their response, for example, hanzai wo shinakattara, minna shindeshimatta to omoukara, mouichido shitemo tabun onaji koto wo shita to omoimasu.

Areas for students to improve include:

• writing in question and answer style (conversation text type writing)
• using tense correctly, for example, using past tense for a recount
• using kanji where appropriate
• meeting the requirement of the ji length (400ji)
• referring to the given extract, for example, students should quote or paraphrase at least one or two sentences or phrases
• always checking spelling as many students made very careless errors, for example, ageru instead of akeru
• being able to tell the difference between tara, to and nara.

Writing in Japanese

Students should:

• analyse the question with great care and address all aspects of the question
• ensure that the content of their response is relevant to the question
• structure their response to ensure that their response is coherent and logical
• support their argument, point of view or opinion with relevant ideas and information
• justify opinion and point of view with appropriate examples
• use vocabulary, expressions and where relevant, idiomatic language accurately
• manipulate language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

In better responses, students were able to:

• address all parts of the question, for example, referring to both dentoo wo mamoru and kaikaku o mamoru
• present the argument in a logical and sequential order with a clear introduction and strong, insightful conclusion
• use conjunctions effectively
• demonstrate a wide knowledge of vocabulary that is related to the prescribed issues
• use a variety of grammatical structures
• present at least two arguments that are of similar quality.

Areas for students to improve include:

• using kanji accurately, for example, the correct den in dentoo
• using the correct text type, for example, an article not a speech
• justifying their opinions with appropriate examples
• including only relevant ideas that are linked to the question
• using a variety of perspectives to give breadth to their argument
• avoiding the repetition of a point of view
• using a passive voice accurately
• writing correctly in katakana
• understanding transitive and intransitive verbs
• using the correct register consistently throughout the text, for example, plain or polite form.